During my school placement, I had various “pre-established” assumptions that were significantly challenged through critical reflection and practical experiences. Prior to my teaching practice, my main hegemonic assumption was that teachers were firm, authoritarian, dictatorial "monarchs" of the classroom and if student misbehavior occurred in this environment, a reprimand was executed to ensure successful management of the classroom. the class. In this reflective report, I will discuss the main reasons behind this hegemonic assumption, its impact on me as a teacher, the general analysis of this assumption, and the inferences it has for me as a future teacher. Hegemonic assumptions according to Brookfield are "assumptions that we think are in our own self-interest but which, in reality, work against us in the long run" (Brookfield, 1995). I believe this "subconscious cascade" has hindered my overall success by as a teacher, because I feel that it prevented me from establishing myself as a better teacher. How could this have happened “unintentionally”? classroom control prevented me from creating a solid foundation for the “fruits” of strong student-teacher relationships to “bloom” and the “weeds” of classroom climate to persist Indeed, at times, the “length” of. these problematic periods created a slight barrier between the student and me, because we were perhaps "against" each other and were not in complete reciprocity or harmony. How could we really learn if the students me. portrayed as a simple dictating, oppressive and authoritarian character within the class, giving instructions and “ruling them”? “In the eyes of students, an important element of successful learning is seeing the middle of the paper...the undermined 'philosophy' has now been 'reprimanded'. Indeed, Brookfield’s goals allowed me to “dive” into the “pool” of reason and justification for my own educational assumptions. I am now very “awake” about how and why I took on these ideas, their challenge and impact for me as a teacher and their “evolution” throughout my teaching. I gained immense recognition and awareness of the fundamental characteristics of teaching, namely the level of student motivation and classroom management. Essentially, theory forms the basis on which I can become a competent teacher. However, if I neglect student opinions in favor of literature, then I will not be as competent as I can be. Overall, this has been a very insightful and enlightening metamorphism for me as a young science teacher and my “newborn” knowledge is central to my future maturation as a science teacher..